21st Century Literature from

the Philippines and the World

Quarter 1 – Module 1:
Geographic, Linguistic and Ethnic
Dimensions of Philippine Literary
History from Pre-Colonial to the
Contemporary

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21st Century Literature from the Philippines and the World
Alternative Delivery Mode
Quarter 1 – Module 1: Geographic, Linguistic and Ethnic Dimensions of Philippine
Literary History from Pre-Colonial to the Contemporary
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks,
etc.) included in this module are owned by their respective copyright holders. Every efforthas
been exerted to locate and seek permission to use these materials from their respective
copyright owners. The publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Allan A. Balud, Noel D. Anciado, and Marites M. Aguilar
Editors: Alson Rae F. Luna and Paula J. Martinez
Reviewers: Catherine A. Costoy, Abigail P. Asunto, and Marissa O. Aguirre
Illustrator: Mary Grace S. Santos and Veronica O. Peroja
Layout Artist: Jennifer U. Cruz
Management Team: Wilfredo E. Cabral
Job S. Zape Jr.
Eugenio S. Adrao
Elaine T. Balaogan
Fe M. Ong-ongowan
Violeta L. Francisco
Marissa O. Aguirre
Ednel A. Almoradie

Printed in the Philippines by

Department of Education – Region IV-A CALABARZON

Office Address: Gate 2 Karangalan Village, Barangay San Isidro

Cainta, Rizal 1800
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E-mail Address: [email protected]
 21st Century Literature from
the Philippines and the World
Quarter 1 – Module 1
Geographic, Linguistic and Ethnic
Dimensions of Philippine Literary
H
MiO
stDoUrLyEfSroFm
ROPMreC-E
CNoT
loRnAiLalOtFoFItChEe
Contemporary
Introductory Message
For the facilitator:

Welcome to the 21st Century Literature 11 Alternative Delivery Mode (ADM) Module
on Geographic, Linguistic and Ethnic Dimensions of Philippine Literary History from
Pre-Colonial to the Contemporary.

This module was collaboratively designed, developed, and reviewed by educators both
from public and private institutions to assist you, the teacher, or facilitator in helping the
learners meet the standards set by the K to 12 Curriculum while overcoming their
personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners in guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st-century skills while taking into considerationtheir
needs and circumstances.

Also, you will see this box in the body of the main text in this module:

Notes to the Teacher

This contains helpful tips or strategies
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that will help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this module,
encourage and assist them as they do the tasks, and track their progress while
allowing them to manage their learnings.

For the learner:

Welcome to the 21st Century Literature 11 Alternative Delivery Mode (ADM) Module
on Geographic, Linguistic and Ethnic Dimensions of Philippine Literary Historyfrom
Pre-Colonial to the Contemporary.

The hands are one of the most symbolized parts of the human body. They are often
used to depict skill, action, and purpose. Through your hands, you may learn, create,
and accomplish. Hence, the hands in this learning resource signify that you, as a
learner, are capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in
your own hands!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning. You will be enabled to process the contents of the
learning resource while being an active learner.

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This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to check

what you already know about the lesson to
take. If you get all the answers correct (100%),
you may decide to skip this module.
This is a brief drill or review to help you link the
What’s In current lesson with the previous one.
In this portion, the new lesson will be
What’s New introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.
This comprises activities for independent
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What’s More practice to solidify your understanding and
skills of the topic. You may check the answers
to the exercises using the Answer Key at the
end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given to

you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

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At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!
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 What I Need to Know

This module was designed and written with you in mind. It is here to help you
understand 21st Century Literature from the Philippines and the World. The scope of
this module permits it to be used in many different learning situations. The language
used recognizes the diverse vocabulary level of students. The lessons are arranged
to follow the standard sequence of the course. But the order in which you read them
can be changed to correspond with the textbook you are now using.

The module is divided into two lessons, namely:

 Lesson 1 – Geographic, Linguistic and Ethnic Dimensions of
Philippine Literary History from Pre-Colonial to the
Contemporary.
 Lesson 2 – Identifying Representative Texts from the Regions

After going through this module, you are expected to:

1. Identify geographic, linguistic, and ethnic dimensions of Philippine literary
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history from pre-colonial to contemporary and representative texts from the
regions.
2. Write a close analysis and critical interpretation of literary texts.
3. Show a sense of adaptability of the Philippine Literary History

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 What I Know

Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.

1. During this period, Jose Rizal’s works such as Noli Me Tangere and El
Filibusterismo were written to awake the mind of our countrymen.
a. Spanish Period
b. American Period
c. Pre-Spanish Period
d. Period of Enlightenment

2. The Philippines had literature such as legends, folktakes, folksongs, and the
like.
a. Spanish Period
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b. Japanese Period
c. Pre-Spanish Period
d. Period of Enlightenment

3. In this period, religious books were written, such as Doctrina Cristiana and
Urbana and Felisa, to support or contradict the Catholic Church.
a. Spanish Period
b. American Period
c. 21st Century Period
d. Period of Enlightenment

4. Filipino writers went into all forms of literature like news, reporting, poetry,
stories play, essays, and novels which clearly depicted their love of country
and their longings for independence.
a. Edsa I Period
b. American Period
c. Pre-Spanish Period
d. The 3rd Republic Period

5. Filipino literature was given a break during this period for the Filipino
literature was prohibited from using. Many wrote plays, poems, short stories,
etc. Topics and themes were often about life in the provinces.
a. Japanese Period
b. American Period

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 c. Pre-Spanish Period
d. American Period

6. Haiku and Tanaga were influenced by what period?

a. Spanish Period
b. Japanese Period
c. 21st Century Period
d. Period of Enlightenment

7. This period presented new trends in writing using modern technology.

a. Edsa I Period
b. 21st Century Period
c. Pre-Spanish Period
d. The 3rd Republic Period

8. This literary period witnessed newspapers which were once branded crony
newspapers become instant opposition papers.
a. Japanese Period
b. American Period
c. Pre-Spanish Period
d. Edsa I Period

9. Poetry during this period were during this period were romantic and
revolutionary.
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a. The 3rd Republic Period
b. Edsa I Period
c. 21st Century Period
d. Pre-Spanish Period

10.Poetry during this period were dealt with patience, regard for native culture
and customs.
a. The 3rd Republic Period
b. 21st Century Period
c. Edsa I Period
d. New Society Period

11. Philippine regional literature can be BEST described as .

a. Dynamic
b. Outdated
c. Spoken
d. Traditional

12. Imagery in poetry pertains to .

a. Mental pictures
b. Unique drawings
c. Vague resemblances
d. Word creations

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13.The use of the vernacular in regional literature is
a. discouraged because many people do not understand a piece not
written in either English or Tagalog
b. encouraged so that the culture and tradition of a people are upheld
despite effects of modernity
c. opposed for the reason that it constraints the expression of thoughts,
feelings, and ideas of a writer
d. affirmed by many for it allows free flow of feelings and in-sights not
understandable to readers

14.A valid observation of literary development in the Philippines is that .

a. History is recorded only in the oral tradition of the country.
b. No literature could reflect the richness of our country's experiences.
c. Literary masterpieces are written by great persons with great
remembrances.
d. Literature developed alongside Philippine history.

15.Because of the archipelagic nature of the Philippines, its geographical

features, and the presence of various ethno-linguistic groups in the country,
regional literature has become .

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a.
b.
Anti-modern and traditional
Short yet vivid
c. Rich and varied
d. Nationalistic

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Lesson Geographic, Linguistic and Ethnic

1 Dimensions of Philippine Literary History

from Pre-Colonial to the Contemporary

21st Century Literature from the Philippines and the World Module aims to
engage students in appreciation and critical study of 21st Century
Literature from the Philippines and the World, encompassing their various
dimensions, genres, elements, structures, contexts, and traditions.

What’s In

1. What do you know about the different Literary Periods in Philippine

Literature?

M2. OWh DatUaLre EthS

e eFssR
enO tialMeleC
different periods of literature?
meE
ntN T
s ofR
thA
L OFFICE
e literary pieces under

What’s New

Task 1. Literary Timeline

Directions: Try to complete the literary TIMELINE below. Choose your
answers from the given choices written below.

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 a. Japanese Period f. 21st Century
b. Rebirth of Freedom g. Spanish
c. Post EDSA h. Period of Enlightenment
d. American Period i. Period of Activism & New Society
e. Pre-Spanish Period j. Period of Literature in English

What is It

Think About This!

Our forefathers already had their literature, which reflected in their customs
and traditions. They had their alphabet even before they had colonized. The
Spanish friars burned their alphabet in the belief that they were works of

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the devil or were written on materials that quickly perished, like the barks of
trees, dried leaves, and bamboo cylinders, which could not have remained
firm even if efforts were made to preserve them. Our unique geographic location
is the reason why we are rich.

PRE-SPANISH LITERATURE - is characterized by:

 Folk tales. These are made up of stories about life, adventure,

love, horror, and humor where one can derive lessons.
An example of this is THE MOON AND THE SUN.

 The Epic Age. Epics are long narrative poems in which a series of
heroic achievements or events, usually of a hero, are dealt with
at length.

 Folk Songs. These are one of the oldest forms of Philippine literature that
emerged in the pre-Spanish period. These songs mirrored
the early forms of culture. Many of these have 12 syllables.
Examples of which are Kundiman, Kumintang o Tagumpay,
Ang Dalit o Imno, Ang Oyayi o Hele, Diana, Soliraning and
Talindaw

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Understanding Literary History
Literature in this period may be classified as religious prose and poetry and secular
prose and poetry.

 Spanish Influences On Philippine Literature

The first Filipino alphabet, called ALIBATA, was replaced by the Roman
alphabet. Also, the teaching of the Christian Doctrine became the basis of
religious practices. European legends and traditions brought here became
assimilated in our songs, corridos, and moro-moros.

 Folk Songs
It manifests the artistic feelings of the Filipinos and shows their innate
appreciation for and love of beauty. The examples are Leron-Leron Sinta,
Pamulinawen, Dandansoy, Sarong Banggi, and Atin Cu Pung Sing-sing.

 Recreational Plays
There were many recreational plays performed by Filipinos during the
Spanish times. Almost all of them were in a poetic form such Cenaculo,
Panunuluyan, Salubong and Zarzuela.

PERIOD OF ENLIGHTENMENT (1972- 1898)

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In 19th Century, Filipino intellectuals educated in Europe called Ilustrados began
to write about the hitch of colonization.

The Propaganda Movement (1872-1896) - This movement was spearheaded

mostly by the intellectual middle-class like Jose Rizal, Marcelo del
Pilar; Graciano Lopez Jaena, Antonio Luna, Mariano Ponce, Jose Ma.
Panganiban, and Pedro Paterno.

o Some of Rizal’s writings: Noli Me Tangere, Mi Ultimo Adios,

Sobre La Indolencia Delos Filipinos and Filipinas Dentro De
Cien Aňos.

o Some of Del Pilar’s writings: Pagibig sa Tinubuang Lupa (Love of

Country), Kaingat Kayo (Be Careful), and Dasalan at Tocsohan
(Prayers and Jokes).

o Some of Jaena’s writings: Ang Fray Botod, La Hija Del Fraile (The
Child of the Friar), and Everything Is Hambug (Everything is
mere show), Sa Mga Pilipino...1891), and Talumpating
Pagunita Kay Kolumbus (An Oration to Commemorate
Columbus).

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THE AMERICAN REGIME (1898-1944)
Linguistically, Americans influenced Filipino writers to write using English language.
Jose Garcia Villa became famous for his free verse.

Characteristics of Literature during this period:

The languages used in writing were Spanish and Tagalog and the dialects of
the different regions. But the writers in Tagalog, continued in their
lamentations on the conditions of the country and their attempts to arouse
love for one’s native tongue and the writers in English imitated the themes
and methods of the Americans.

THE JAPANESE PERIOD (1941-1945)

Philippine Literature was interrupted in its development when another foreign
country, Japan, conquered the Philippines between1941-1945. Philippine literature
in English came to a halt. This led to all newspapers not to be circulated in the
community except for TRIBUNE and PHILIPPINE REVIEW.

o Filipino Poetry during this period

The common theme of most poems during the Japanese

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occupation was nationalism, country, love, and life in the barrios,
faith, religion, and the arts.
o Three types of poems emerged during this period:
a. Haiku , a poem of free verse that the Japanese like. It was
made up of 17 syllables divided into three lines and

b. Tanaga – like the Haiku, is short, but it had measure and

rhyme.

c. Karaniwang Anyo (Usual Form)

PHILIPPINE LITERATURE IN ENGLISH (1941-1945)

Because of the strict prohibitions imposed by the Japanese in the writing and publishing
of works in English, Philippine literature in English experienced a dark period. For the
first twenty years, many books were published both in Filipino and in English.

In the New Filipino Literature, Philippine literature in Tagalog was revived during
this period. Most themes in the writings dealt with Japanese brutalities, the poverty
of life under the Japanese government, and the brave guerilla exploits.

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PERIOD OF ACTIVISM (1970-1972)
According to Pociano Pineda, youth activism in 1970-72 was due to domestic and
worldwide causes. Because of the ills of society, the youth moved to seek reforms.

The Literary Revolution

The youth became vocal with their sentiments. They demanded a

change in the government. It was manifested in the bloody
demonstrations and the sidewalk expressions and also in literature.

PERIOD OF THE NEW SOCIETY (1972- 1980)

The period of the New Society started on September 21, 1972. The Carlos Palanca
Awards continued to give annual awards. Poems dealt with patience, regard for native
culture, customs, and the beauties of nature and surroundings. Newspapers donned new
forms.

News on economic progress, discipline, culture, tourism, and the like were favored
more than the sensationalized reporting of killings, rape, and robberies. Filipinos
before were hooked in reading magazines and comics.

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PERIOD OF THE THIRD REPUBLIC (1981-1985)

After ten years of military rule and some changes in the life of the Filipino, which
started under the New Society, Martial Rule was at last lifted on January 2, 1981. The
Philippines became a new nation, and this, former President Marcos called “The New
Republic of the Philippines.” Poems during this period of the Third Republic were
romantic and revolutionary. Many Filipino songs dealt with themes that were true-
to-life like those of grief, poverty, aspirations for freedom, love of God, of country
and fellowmen.

POST-EDSA 1 REVOLUTION (1986-1995)

History took another twist. Once more, the Filipino people regained their
independence, which they lost twenty years ago. In four days from February 21-25,
1986, the so-called People Power (Lakas ng Bayan) prevailed. In the short span of
the existence of the real Republic of the Philippines, several changes already became
evident. It was noticed in the new Filipino songs, newspapers, speeches, and even in
the television programs. The now crony newspapers that enjoyed an overnight
increase in circulation were THE INQUIRER, MALAYA, and the PEOPLE’S JOURNAL.

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21st CENTURY PERIOD
The new trends have been used and introduced to meet the needs and tastes of the new
generation. 21st Century learners are demanded to be ICT inclined to compete with the
style and format of writing as well. New codes or lingos are used to add flavor in the
literary pieces produced nowadays.

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What’s More

Activity 1. Who’s Who?

Direction: Identify the author of the following literary pieces written by the
Ilustrados. Write the letter of your correct answer.

A. Jose Rizal B. Marcelo H. Del Pilar C. Graciano Lopez Jaena

1. Sa Mga Pilipino 6. El Filibusterismo

2. Mi Ultimo Adios 7. Kaingat Kayo
3. Filipinas Dentro De Cien Aňos 8. Ang Fray Botod
4. Pag-Ibig sa Tinubuang Lupa 9. Sobre La Indolencia Delos Filipinos
5. La Hija del Fraile 10. Dasalan at Tocsohan

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Assessment 1. Characterize Me!
Directions: Complete the table below by writing the characteristics of the
following literature during the Pre-Spanish Period

Legends Folk Tales The Epic Folk Songs

Age

Activity 2. Thinker’s View

Directions: Given below is a sample of a Filipino Folktale in the Pre-Spanish
Period. Answer the questions that follow.

1. What is the concern of the moon regarding his stars?

2. Why does the moon anger the sun?
3. What particular phenomenon is described in the Filipino Folktale?

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Assessment 2. Closer Look
Directions: Write three words that will highlight the message of the excerpt
from one of the most famous literary pieces during Spanish time,
Pasyon.

Assessment 3. Saying a Song

Directions: One of the songs in the Post-EDSA I era is the song Ang Bayan Ko.
Analyze and interpret the emotions of Filipinos and situations of the
country found in each paragraph of the song.

Ang Bayan Ko
I. II. II. AtAsa kanyang yumi at ganda
ng bayan kong Pilipinas Dayuhan ay nahalina
Lupain ng ginto't bulaklak Bayan ko, binihag ka
Pag-ibig na sa kanyang palad Nasadlak sa dusa
Nag-alay ng ganda't dilag

CHORUS
Ibon mang may layang lumipad kulungin mo at
umiiyak bayan pa kayang sakdal-dilag
ang 'di magnasang makaalpas,
Pilipinas kong minumutya pugad ng luha at dalita
aking adhika makita kang sakdal laya

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 What I Have Learned

1. Pre-Spanish Literature is characterized by Legends, Folk Tales, The EpicAge,

and Folk Songs.

2. The Propaganda Movement (1872-1896) was spearheaded mostly by the

intellectual middle-class like Jose Rizal, Marcelo del Pilar, Graciano Lopez
Jaena, Antonio Luna, Mariano Ponce, Jose Ma. Panganiban and Pedro
Paterno.

3. In the American Regime, Americans influenced Filipino writers to write using

the English language. English as a medium of instruction was introduced in
the schools as the intellectual language of education.

4. In the Period of Activism, campus newspapers were written to show their protest.
They held pens and wrote on placards in red paint the equivalent of the word
MAKIBAKA (To dare!).

5. Period of the New Society poems dealt with patience, regard for native culture,
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customs, and the beauties of nature and surroundings.

6. The period of the Third Republic was romantic and revolutionary.

7. Post EDSA I noticed in the new Filipino songs, in the newspapers, in the
speeches, and even in the television programs.

What I Can Do

Task 1. As a grade 11 Filipino learner, in what way you can show a sense of
adaptability to the diverse Philippines Literary History? State your
answer in a 3 -5 paragraph essay.

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Lesson Identifying Representative Texts
2 from the Regions

The country’s rich repertoire of literary masterpieces may be rooted in the diverse
cultural heritage of the Filipino people. They have produced varied texts because of
differences. The mighty roar of the North and the fiery temperament of the South
blended well. The Filipinos speak of the collective experiences from the people who have
gone through difficulties, triumphs, struggles, successes, armed conflicts, bloodless
revolutions, and others. It is the reason why these masterpieces resonated loud and
clear in the Philippine archipelago.

What’s In

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1. What are the different Literary Periods in Philippine Literature?
2. What are the basic elements of the literary pieces under the Japanese
Regime? American Period? Spanish Period?
3. What are changes in Literature during the 21st Century?

What’s New

Imagery is a poetic element that tries to create a picture in the mind of the reader
or a mental image through the use of figural language. It represents objects,
places, ideas, or even actions that appeal to the senses of the readers.

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 Gabu
by Carlos A. Angeles
The battering restlessness of the sea And neutral where the sea has
Insists a tidal fury upon the beach beached its brine,
At Gabu, and its pure consistency Where the spilt salt of its heart lies
Havos the wasteland hard within its spread
reach. Among the dark habiliments of Time.
Brutal the daylong bashing of its heart The vital splendor misses. For here,
Against the seascape where, for miles here
around, At Gabu where the ageless tide recurs
Farther than sight itself, the rock- All things forfeited are most loved and
stones part dear.
And drop into the elemental wound. It is the sea pursues a habit of shores.
The waste of centuries is grey and dead

1. What image does the poem, Gabu, try to create?

2. Which word or group of words from the poem help you form this
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image? Draw this on a separate sheet of paper.

What is It

A Taste of Philippine Poetry

Located in the northwest of Luzon, the Ilocos Region or Region 1 is comprised of four
provinces, namely: Ilocos Norte, Ilocos Sur, La Union, and Pangasinan. It is bordered to
the west by the turbulent South China Sea, to the east by the Cordillera
Administrative Region, the northeast and southeast by Cagayan Valley and the South
by Central Luzon. Most of the inhabitants of the Ilocano homeland are concentrated
along a narrow coastal plain. Because of geographical boundaries, these people often
experience heavy rains and violent typhoons, especially during rainy seasons.

17
The region, then, takes pride in long stretches of white sand and clear waters alongside
its rich cultural heritage. What you are about to read is a poem writtenby a Carlos
Palanca Memorial Awardee in Poetry in 1964, Carlos A. Angeles. His collection of poems
entitled, Stun of Jewels, also bagged him the Republic Cultural Heritage Award in
Literature in the same year.
A Moment of Silence
Gabu depicts a coastline in Ilocos that is constantly experiencing the battering
restlessness of the sea. The water that comes back to the shore seems furious and
ruthless with its daylong bashing, which havocs the wasteland. Being an archipelagic
country, the Philippines knows the importance of water and the sea.

A Taste of Tagalog Essay

More popularly known now as the CALABARZON referring to the provinces ofCavite,
Laguna, Batangas, Rizal, and Quezon, Region IV-A is home to Tagalog- speaking
people in the Philippines. Recognized all over the country for their bravery and
fearlessness in battles, CALABARZON has participated actively in the country’s fight
for freedom and democracy. It is home to many Philippine heroes foremost, and
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among them are Rizal of Laguna, Mabini of Batangas, and Aguinaldo of Cavite.

A Taste of Creative Nonfiction

The island of Visayas is one of the major geographical divisions in the Philippines,
the other two being Luzon and Mindanao. It is divided into Western, Central, and
Eastern Visayas. The Visayas region is comprised of several islands circling the
Visayan Sea. Its people, therefore, share a sea-based culture and tradition that may
be rooted in a strong religious foundation.

The dwelling place of many festivals such as the Ati-Atihan, Di-nagyang, Sinulog,
Pintados, and Maskara, the Visayas may indeed be considered as one of the cradles
of Philippine civilization.

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 What’s More

Activity 1. Graphic Organizer

Directions: Delve deeper into the poem Gabu by Carlos A. Angeles using the
graphic organizer. You may re-read the poem to get the details that
would complete the organizer.

Title of the Text:

Author:
QUESTIONS RESPONSE

TOPIC

What is the text all about?

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SITUATION

What is the setting referred to or

described in the text?

CLIENT

Who is the target group of readers

of the text?

How would you describe the group

in terms of skills, values, beliefs
and attitudes?

PURPOSE

Why was the text written?

What does it hope to achieve
especially among its client?

PERSONA
Who is the voice behind the text?
What is known about him or her?

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Assessment 1. Reflect On Me
Direction: Read and answer the questions.

Aug 2009 by SIGLIWA

Salubungin ang (Bagong) Daluyong ng mga Agos sa Disyerto

SA PANAHONG tila natutuyuan ang mga linang ng panitikan noong gitnang

bahagi ng dekada ’60, dumaloy ang mga akda nina Efren R. Abueg,
Dominador B. Mirasol, Rogelio L. Ordo-ñez, Edgardo M. Reyes at Rogelio R.
Sikat, sa aklat katipunang Mga Agos sa Disyerto.

Unang buhos ng daluyong ay noong 1964 at isang dekada ang lumipas, muling
umalon at binasa ang namimitak na lupain ng panitikang Filipino nang
mailimbag ang ikalawang edisyon ng Mga Agos sa Disyerto noong 1974.

Huling sargo ng daluyong ng Agos ay 16 na taon ang nakararaan, nang

lumabas ang ikat-long edisyon nito noong 1993.

Ngayon, sa panahong sampu isang pera ang patakbuhing literaturang patuloy

na lumuluoy sa diwa at kaluluwa ng mga Pilipino, muling nagbabanta

ang pagbugso ng mga Agos sa Disyerto. NTRAL OFFICE

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1. In what language was the text, Maga Agos sa Disyerto written?
2. What did the text aim to accomplish?

Activity 2. Outline
What does the writer want to say about the use of Filipino especially in awakening
the social and moral consciousness of the masses? Outline the main points of the
essay through the graphic organizer below.

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Assessment 2. Theme’s Up

Pananalamin sa Tubig ng Katotohanang Panlipunan

Sinalamin ng 25 akdang isinama sa Agos (na 20 lamang
noong ika-2 edisyon) katotohanang umiiral sa lipunan.
Binigyang mukha ng mga ito ang kalagayan ng karaniwang
tao, maging ang pingkian ng kapangyarihan at
karumaldumal na karalitaan at kawa-langhiyaang umiiral
sa ating lipunan.
Nilaro ng mga akda ang emosyon at kaisipan, na bagaman
ginagawa na noon, hindi ganoong kahantad.

1. What is the central theme of this text?

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 What I Have Learned

1. Imagery is a poetic element that tries to create a picture in the mind of the reader
or a mental image through the use of figurative language.

2. Gabu depicts a coastline in Ilocos that is constantly experiencing the battering

restlessness of the sea.

3. Panahon na muling Padaluyin ang Agos is a persuasive essay that focuses on

the potent capacity of a national language to arouse patriotism and love of
country and its people.

4. The Dreamwaevers is a text written by a feminist Filipina who strongly

promotes women’s rights.

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 What I Can Do

Activity 1. Verse of the Day

The text you are about to encounter is written by a native Visayan who was born in
Maribojoc, Bohol. Considered by many as a feminist Filipina who strongly promotes
women’s rights, Marjorie Evasco is not only a Don Carlos Palanca Memorial Awardee
but also recipient to several accolades here and abroad. Give the meaning of the
following verses: 1, 6, & 7

Dreamweavers
Marjorie Evasco

We are entitled to our own

definitions of the worlds
we have in common:
earth house (stay)
water well (carry)
fire stove (tend)
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air
ether
song
dream
(sigh)
(died)
and try out new combinations
with key words
unlocking power
house on fire sing!
stove under water stay.
earth filled well die.
The spells and spellings
Of our vocabularies
Are oracular
In translation
One woman in Pagnito-an
Another in Solentiname
Still another in Harxheim
And many other women
Naming
Half the world together
can move their earth
must house their fire
be water to their song
will their dreams

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 Assessment

Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.

1. Chant (Bulong) was used in witchcraft or enchantment especially in remote

places in the Visayas.
a. Japanese Period
b. Rebirth of Freedom
c. Pre-Spanish Period
d. Period of Enlightenment

2. Lagaylay was used in a special occasion for the Pilareños of Sorsogon during
May time to get together.
a. Spanish Period
b. New Society Period
c. Pre-Spanish Period
d. Period of 3rd Republic

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3. PAGIBIG SA TINUBUANG LUPA was translated from the Spanish
AMOR PATRIA of Rizal, published on August 20, 1882, in Diariong Tagalog.
a. Spanish Period
b. American Period
c. Pre-Spanish Period
d. Period of Enlightenment

4. Tagalog Zarzuela, Cenaculo and the Embayoka of the Muslims were presented
in the rebuilt Metropolitan Theater, the Folk Arts Theater and the Cultural Center
of the Philippines.
a. New Society Period
b. American Period
c. 21st Century Period
d. Period of 3rd Republic

5. Haiku, is short with a measure and rhyme consisting of 17 syllables which

had favorable diminishing effect on Tagalog literature.
a. New Society Period
b. American Period
c. 21st Century Period
d. Period of 3rd Republic

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6. English as medium of instruction was introduced in the schools as
intellectual language of education in this period.
a. New Society Period
b. American Period
c. 21st Century Period
d. Period of 3rd Republic

7. This is the period wherein the youth became vocal with their sentiments
and demanded change in the government.
a. Spanish Period
b. Period of Activism
c. Pre-Spanish Period
d. Period of 3rd Republic

8. Filipinos during this period were hooked in reading magazines and comics.
a. New Society Period
b. American Period
c. Period of 3rd Republic
d. 21st Century Period

9. “Ang Bayan ko” was a song popularized in this period.

a. Period of 3rd Republic
b. New Society Period
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c.
21 st Century Period

d. Post-EDSA 1 Period

10.This period is notable in the reawakening of the Filipino spirit when the 3 priests
Gomez, Burgos and Zamora were guillotined without sufficient evidenceof guilt.
a. Post-EDSA 1 Period
b. Period of 3rd Republic
c. Period of Enlightenment
d. Period of Activism

11.A statement of fact about Philippine regional literature is .

a. It mirrors the deeply ingrained Filipino values, culture and tradition
even when keeping up with the changing times.
b. It reflects the conservatism of indigenous folks who have maintained a
backward expression style.
c. It embraces only the written compilation of literary works in various
styles and genres.
d. It depicts the influences of various colonizers that occupied the
country for more than three centuries.

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12. An element in poetry that refers to the image or picture created in the minds
of readers that helps give light to the main idea is .
a. form
b. imagery
c. rhythm
d. sound pattern

13. Many Filipino authors, writers, or poets are encouraged to use the mother
tongue as the medium of expression in their craft because .
a. Readers fail to comprehend a piece not written in either English or
Tagalog.
b. Our people’s culture and tradition are upheld through this despite
effects of colonization or even modernity.
c. The expression of thoughts, feelings, and ideas of a writer are
emphasized in the personalized codes that they use.
d. The continuous flow of feelings and insights are inhibited when a
foreign language is used instead.

14. The development of literature in the Philippines .

a. is given life only in the oral tradition of the country.
b. could reflect the richness of our country’s resources.
c. may be attributed to both local and foreign influences.
d. grew and prospered alongside the country’s history.

15.
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Philippine regional literature has become rich and varied because of
.
a. the contributions of numerous artists who patterned after the
Western literary masters.
b. the nationalistic fervor of texts written in various stages of our
history as a nation.
c. various topics used as themes by the writers and their alignment to
world events.
d. the archipelagic nature of the Philippines, its geographical features,
and the presence of various ethno-linguistic groups in the country.

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 Additional Activities

Activity 1 Short Reflection

1. In what ways can you as a Filipino reader be affected by such works

(short stories in Tagalog) that endeavor to open the minds of people on
socio-political and moral issues confronting the country.

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References

Chua, R. G. (2016). 21st Century Literature from the Philippines and the World.
Makati City: DIWA Learning Systems

Croghan SJ, Richard V. (1975). The Development of Philippine Literature in

English: Quezon City:Alemar-Phoenix Publishing House.

Fosdick, Carolyn, and Tarrosa (1954). Literature for Philippine High Schools. New
York: Macmillan Company.

SIGLIWA, “Salubungin ang (bagong) Daluyong ng mga Agos sa Disyerto, Agosto 20,
2019, https://panitikanatbp.wordpress.com/2009/08/20/salubungin- ang-
bagong-daluyong-ng-mga-agos-sa-disyerto/

Velasco, Nel, “CNF Figures of Speech and Literary Devices, February 26, 2020,
https://versozanelson.blogspot.com/

Zaide, Gregorio F. (1970). Jose Rizal: Life, Works and Writings. Manila: Villanueva
Book Store. Retrieved from
https://www.scribd.com/doc/26364271/Philippine-Literature-Pre-Spanish-

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Period.

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MODULES FROM CENTRAL OFFICE

For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR)

Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: [email protected] * [email protected]

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